How high school students envision their STEM career pathways.
- Published in:
- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 637, doi. 10.1007/s11422-013-9557-9
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- Article
Works matching IS 18711502 AND DT 2015 AND VI 10 AND IP 3
Results: 18
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Tribute to Christine Chin.
- Published in:
- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 855, doi. 10.1007/s11422-013-9563-y
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3
There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 719, doi. 10.1007/s11422-014-9572-5
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4
Investigating local sustainable environmental perspectives of Kenyan community members and teachers.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 551, doi. 10.1007/s11422-014-9584-1
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- Article
5
Formative assessment as a vehicle for changing classroom practice in a specific cultural context.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 753, doi. 10.1007/s11422-014-9599-7
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- Article
6
Written formative assessment and silence in the classroom.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 763, doi. 10.1007/s11422-014-9600-5
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- Article
7
Mapping the entangled ontology of science teachers' lived experience.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 777, doi. 10.1007/s11422-014-9612-1
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8
Grappling with wicked problems: exploring photovoice as a decolonizing methodology in science education.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 581, doi. 10.1007/s11422-014-9613-0
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9
Out of sight, out of mind: global connection, environmental discourse and the emerging field of sustainability education.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 593, doi. 10.1007/s11422-014-9614-z
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10
Conceptualizing science learning as a collective social practice: changing the social pedagogical compass for a child with visual impairment.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 803, doi. 10.1007/s11422-014-9616-x
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11
Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity?
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 603, doi. 10.1007/s11422-014-9619-7
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12
The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 665, doi. 10.1007/s11422-014-9634-8
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13
Is the moon more round in the Western world? Some important aspects of comparative education.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 707, doi. 10.1007/s11422-014-9635-7
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14
Envisioning a career in science, technology, engineering and mathematics: some challenges and possibilities.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 657, doi. 10.1007/s11422-014-9636-6
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15
Learning from metaphors.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 695, doi. 10.1007/s11422-014-9642-8
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16
Relational agency from a teacher as researcher perspective.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 629, doi. 10.1007/s11422-015-9664-x
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17
Examining teacher-researcher collaboration through the cultural interface.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 621, doi. 10.1007/s11422-015-9665-9
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18
'Why bother so incredibly much?': student perspectives on PISA science assignments.
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- Cultural Studies of Science Education, 2015, v. 10, n. 3, p. 833, doi. 10.1007/s11422-013-9550-3
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- Article